The extent and direction of curriculum bias in standardized reading achievement tests were examined. (Author)

A multiple true-false item is one where a testee has to identify statements as true or false within a cluster (of two or more) of such statements. Clusters are then scored as items. This study showed such a procedure to yield less reliable results than traditional true-false items. (JKS)

Using five readily available classroom observation systems, three 50-minute videotapes of classroom interaction were rated for each of twelve social studies teachers. Comparisons yielded 23 categories that measured similar behaviors across systems, approximately half of which satisfied all validity tests. Implications for process-product studies…

Two types of test scores were analyzed to examine whether sixty teachers were unable to use Kohlberg's measurement system for determining stages of moral thought because they were stage scoring invalidly on the basis of content. This proved to be the case. (Author/JKS)

The ability of respondents to properly execute Thurstone scaling procedures as opposed to Likert scaling procedures was investigated in a sample of high school students. Results indicate difficulty among respondents using Thurstone-type instructions to resist giving Likert-type responses. (JKS)

Presents a study of ways in which the PPVT may be modified to increase its sensitivity to culturally specific factors. The need for separate tests for Blacks and whites is not supported by data; rather more caution indicated in selecting to whom standardized tests should be administered. (Author)

Examines the way standardized test questions are developed by the Advanced Placement Development Committee; shows that the tests continue to reflect features of New Criticism and have not been changed to reflect recent developments in the discipline of English. (GW)

Investigated relative effectiveness of rational behavior therapy and systematic desensitization in the treatment of state (test) anxiety and trait anxiety. There were no significant differences between the rational behavior and systematic desensitization groups in regard to test anxiety reduction, but the behavior group did have significantly…

The author takes the position that the use of a diagnostic-remedial model to provide special education services to the "mildly handicapped" is often inappropriate. (Author)

In spite of the use of nominations, rating scales, checklists, standard measuring instruments, culture-specific models, quota system models, and identification and instructional models, the number of Black students identified as gifted remains very small. New practices for identifying this subgroup must emphasize the diversity within the Black…

Eight randomly equivalent samples of high school seniors were each given a unique form of the ACT Assessment Mathematics Usage Test (ACTM). Signed measures of differential item performance (DIP) were obtained for each item in the eight ACTM forms. DIP estimates were analyzed and a significant item category effect was found. (Author/LMO)

Continuous discourse tracking, when used as a test of the effectiveness of aural rehabilitation strategies, has numerous uncontrolled variables related to the sender, the receiver, the text materials, and repeated presentations. Tracking is inappropriate for across-subject designs, and acceptable for within-subject test designs only when stringent…

A survey of 182 educational programs for hearing-impaired children and youth identified those test instruments most widely used to assess language at infant, preschool, primary, and secondary levels. Also analyzed were communication modes and manual systems used in testing, difficulties encountered in assessing hearing-impaired children, and…

Argues that the tests used to measure reading achievement do not reflect recent advances in the understanding of the reading process, and that effective instruction best can be fostered by resolving the discrepancy between what is known and what is measured. (FL)